The document describes a method for conversing about source statements in which participants take turns performing steps such as agreeing or disagreeing with statements, asking questions, and proposing alternatives. It provides an example conversation where two teachers offer differing explanations for why students seem tired and stressed. The conversation proceeds through each of the prescribed steps, with participants building on previous responses to analyze and discuss the implications of the source statements.

1. CONVERSING WITH
SOURCES
Or, How to Do More with Other Scholars’ Work than “Back Up” Your
Opinions.

2. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
Agree with the source statement. Explain why.
Disagree with the source statement. Explain why.
Offer a more specific version of the source statement.
Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative is
preferable.
Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

3. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
Disagree with the source statement. Explain why.
Offer a more specific version of the source statement.
Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative is
preferable.
Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

4. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
Offer a more specific version of the source statement.
Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative is
preferable.
Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

5. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative is
preferable.
Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

6. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your
alternative is preferable.
Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

7. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

8. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

9. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

10. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

11. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

12. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

13. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
10. Disagree with the previous speaker’s statement. Explain why.
Identify a (perhaps subtle) point of agreement between the two source statements. Ask a question
about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

14. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
10. Disagree with the previous speaker’s statement. Explain why.
11. Identify a (perhaps subtle) point of agreement between the two source statements. Ask a
question about that point of agreement that’s meant to provoke critical thought.
Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

15. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
10. Disagree with the previous speaker’s statement. Explain why.
11. Identify a (perhaps subtle) point of agreement between the two source statements. Ask a
question about that point of agreement that’s meant to provoke critical thought.
12. Respond to the critical question. Be sure to explain the reasoning behind your response.
Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

16. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
10. Disagree with the previous speaker’s statement. Explain why.
11. Identify a (perhaps subtle) point of agreement between the two source statements. Ask a
question about that point of agreement that’s meant to provoke critical thought.
12. Respond to the critical question. Be sure to explain the reasoning behind your response.
13. Agree in part with both source statements, but propose a third alternative. Explain why it’s
better.
Agree with the previous speaker’s alternative, adding a “because clause” that explains why.

17. Let’s play telephone
John’s source statement: My students seem tired and stressed out. I should ask the University to
cancel the rest of the term and send everyone on a fabulous vacation.
Other teacher’s source statement: Your students are tired and stressed out because they lack
discipline. You should double the work you’re giving them.
1. Agree with the source statement. Explain why.
2. Disagree with the source statement. Explain why.
3. Offer a more specific version of the source statement.
4. Disagree with the last speaker’s statement and offer an alternative. Explain why your alternative
is preferable.
5. Ask a question about the source statement meant to provoke critical thought.
6. Respond to the critical question. Be sure to explain the reasoning behind your response.
7. Ask John for another source statement.
8. Take a side with whichever source statement you prefer. Explain your preference.
9. Agree with the previous speaker’s statement. Explain why.
10. Disagree with the previous speaker’s statement. Explain why.
11. Identify a (perhaps subtle) point of agreement between the two source statements. Ask a
question about that point of agreement that’s meant to provoke critical thought.
12. Respond to the critical question. Be sure to explain the reasoning behind your response.
13. Agree in part with both source statements, but propose a third alternative. Explain why it’s better.
14. Agree with the previous speaker’s alternative, adding a “because clause” that explains
why.

18. Conversational strategies
 Agreement and disagreement
 Specification and generalization
 Critical questioning and response
 Synthesizing ideas and generating new ones

19. Conversational strategies
 Agreement and disagreement
 Specification and generalization
 Critical questioning and response
 Synthesizing ideas and generating new ones
The city in its complete sense, then, is a geographic plexus, an economic
organization, an institutional process, a theater of social action, and an aesthetic
symbol of collective unity (185).
~ Lewis Mumford, “What Is a City?”
In recent years, culture has also become a more explicit site of conflicts over social
differences and urban fears. . . (2). The look and feel of cities reflect decisions about
what – and who – should be visible and what should not. . . (7).
~ Sharon Zukin, The Culture of Cities

20. Conversational strategies
 Agreement and disagreement
 Specification and generalization
 Critical questioning and response
 Synthesizing ideas and generating new ones
The city in its complete sense, then, is a geographic plexus, an economic
organization, an institutional process, a theater of social action, and an aesthetic
symbol of collective unity (185).
~ Lewis Mumford, “What Is a City?”
In recent years, culture has also become a more explicit site of conflicts over social
differences and urban fears. . . (2). The look and feel of cities reflect decisions about
what – and who – should be visible and what should not. . . (7).
~ Sharon Zukin, The Culture of Cities
Write a paragraph in which you put Mumford and Zukin into conversation. Then write
a second paragraph in which you join the conversation with an argument of your
own, drawing upon you’re the observations you made when you did your field work.
This second paragraph will be your thesis paragraph.